Newton's Laws of Motion
Hook
Video: Three Incorrect Laws of Motion - Address common misconception through a survey and a break down of why these are misconception. Provide students with a brief over view of the history of modern physics. |
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Pedagogic Approach
Third law of motion – When one body exerts a force on a second body, the second body simultaneously exerts a force equal in magnitude and opposite in direction to that of the first body. Using Think/Pair/Share, describe situation that display one particular law and as the students demonstrate understanding of laws, start describing situation that display a mix of laws. The situations can be described either verbally or visually. Below are some examples: 1. A book is resting on a table. Two forces are exerting on the object, gravitational force and normal force. (First) 2. A rock is thrown from a space shuttle into outer space. The rock continues to move endlessly through space with a constant velocity. (First) 3. To stop or slow an object, a force opposite to its motion must be applied. (Third) 4. The more mass a body has the more force must be applied to change its acceleration. (Second) 5. Two identical cars compete in a drag race the one who has the greatest force applied to it will win the race. (Second) 6. Object remains traveling east at 50km/hr. (First) From this point, it would be beneficial to the students to be given various situations and for them to solve for the missing variable, of course using free body diagrams. There should be examples of forces that net zero but that visually may not look like they might. |
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Consolidation
Have students write an exit slip drawing the forces acting on a basketball after the player has thrown it towards the hoops, disregarding air resistance. There should only be one force acting on the basketball, gravitational force. This exit slip will allow you to see which students have full understanding of the laws and which may still have some misconceptions. At the beginning of next class, the correct solution should be shown with a brief description of why that is. |
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. |